七下 Unit 6 Outdoor fun Reading I Down the rabbit hole
Background:Alice's adventure
Teacher and students follow Alice and get into the Wonderland.
Key words:by a river，on the field，in the hall
Ⅰ Background information
Alice in Wonderland is a novel written by the English author Lewis Carroll in 1865.It tells a story of a girl named Alice falling through a rabbit hole into a fantasy world populated by peculiar creatures.Students in Grade Seven are familiar with the story and the reading text is adapted from the book.So it is not difficult for them to comprehend the content of the text.
Ⅱ Type of the lesson
Reading lesson
Ⅲ Teaching aims and learning objectives
By the end of the lesson，the students will be able to:
1.Understand the meaning of the new words.
Use them in proper situations.
2.Follow Alice's point of view and share her amazing adventure.
3.Use different reading skills to pinpoint relevant information and key words.
4.Retell what happened to Alice.
5.Cooperate with each other and understand the importance of team work.
Ⅳ Teaching content
1.New words
2.The story of Alice in Wonderland
3.Different reading skills
Ⅴ Focus of the lesson and predicted area of difficulty
1.New words and the story of Alice in Wonderland
2.Different reading skills
3.How to instruct students to follow Alice's point of view
Ⅵ Teaching aids
1.Blackboard 2.Chalk 3.Computer 4.Multimedia
Ⅶ Teaching procedures
Step 1 Warm-up and lead-in
Play a short video about the film Alice in Wonderland.
T:What can you see in the video？You can see many strange animals.It is a wonderland.What's the name of the little girl？Yes，her name is Alice.（板书）
Do you know the story？What's the name of the book？
Yes，it's Alice in Wonderland.The book is very popular.Have you ever read it？Do you like the book？
Who is the writer？Do you know him？Yes.His name is Lewis Carroll.He wrote the story in 1865.It's really an old story.So which tense is the story in？Yes，it's in the simple past tense.
【设计理念:课前播放一段与本课时密切相关的视频《爱丽丝漫游仙境》的片段。通过视频的播放，调动学生的积极性，吸引学生的注意力，活跃课堂气氛。在导入时，适当地介绍了一些与《爱丽丝漫游仙境》这部作品相关的背景知识，为阅读做准备。】
Step 2 Down the rabbit hole（Fast reading）
T:Look at the title“Down the rabbit hole”.What do you want to know？
Who falls down the rabbit hole？
When does she fall down the rabbit hole？
Where is the rabbit hole？
Why does she fall down the rabbit hole？
How does she fall down the rabbit hole？
What happened to her？
（板书who，when，where，why，how，what）
Can you find all the answers？Now，you need to read Alice's adventure.OK，please turn your book to Page 78.Read the text quickly and quietly and find out the information you want.
T:How many places are there in the story？How many paragraphs are there in the story？Now match the paragraphs with the places.
（找学生回答）
Now，it's show time.There are three places in the story.They are“by the river”，“on the filed”，and“in the hall”（板书）.There are five paragraphs.Paras.1－2 happened by the river.Para.3 happened on the field.Paras.4－5 happened in the hall.（板书）
【设计理念:让学生根据标题，发挥自己的想象力，推测故事情节的发展也是训练学生阅读能力的一种方式。所以，在快速阅读之前，先让学生根据标题推测故事主要内容。有了思考和预设之后，再让学生通过泛读理清文本结构，从而促进学生对文本的理解。】
Step 3 Alice's adventure（Careful reading）
（1）What happened by the river？（Paras.1－2）
T:What happened in the first place“by the river”？Please read Paras.1－2 carefully and find who was by the river and what they did.
（学生分小组讨论，找到相关人物，并在文中找到动词）
T:Are you ready？Let me check your answers.（核对答案）
T:Alice saw a rabbit.What did Alice think of the rabbit？Why did Alice think it was amazing？
（找一个学生回答）
T:Yes.The rabbit was amazing.It was in a coat.It took a watch out of its pocket and looked at the time.And it could speak.It said，“Oh，dear！I'll be late！”（板书）
【设计理念:快速阅读之后，学生还需要进一步细读文本，了解文章的具体内容。第一个阅读任务就是精读第一、二段，找到关键人物以及他们做了什么。这个环节可以让学生更有效地梳理故事情节的发展。】
（2）What happened on the field？（Para.3）
T:What happened in the second place“on the field”？What did Alice do after seeing the amazing rabbit？Please read Para.3 and find the answers.
T:Did you find the answers？Hands up！At first，Alice stood up，ran across the field after the rabbit and then jumped down the rabbit hole（板书）.
T:Please think，if you see such a rabbit，how will you feel？What will you do？Run after it or not？Why？（打开学生思维）
【设计理念:先让学生精读第三段，找出Alice在看到兔子之后做了什么。然后再让学生发挥创造力，设身处地思考“如果是自己遇到了兔子，会有怎样的感受和做法？”这个further thinking在阅读课型中的运用，可以给课堂带来更多的生成，让学生的思维能力得到提升。】
（3）What happened in the hall？（Paras.4－5）
T:So Alice jumped down the rabbit hole.Then what happened？
Read the following text and guess the meaning of the words with the context clues.（阅读技巧一:根据上下文猜词义）
Down，down，down.Alice fell for a long time，and then she hit the ground.
She found herself alone in a long，low hall.
T:What's the meaning of the word？（带读）.If I change the passage into this:
Alice fell for a long time，and then she got to the ground.She found she was in a small hall.
T:Compare the two passages.（阅读技巧二:体会用词的精准性）Which one is better？Why？So the three“down”s imply Alice fell for a long time.The verb“hit”emphasizes that there is a crash when she got to the ground.And“herself”and“alone”emphasize that Alice is some kind of helpless.The two words“long”and“low”make the description more vivid.
T:What could Alice see in the hall？What kind of problems did she have？
（学生小组讨论并展示）
T:Alice could see doors all around，but they were all locked.She could see a key on the table，but it did not fit any of the doors.She wanted to go through the door，but she was too big.
【设计理念:根据上下文猜测词义的能力，在阅读理解中起着非常重要的作用。在让学生精读第四、五段，完成阅读任务之前，挑出较难的段落，让学生猜测生词含义，可以训练学生对上下文信息的捕捉和联想能力，体会用词精准的重要性。】
（4）Retell the story
T:Now can you find the answers to the questions？
Who？When？Where？Why？What？How？
（Show students pictures and retell the story）
T:Now，boys and girls，do you still remember what happened to Alice？
Please put the following sentences in the correct order.
T:Are you ready？Let's check your answers.
【设计理念:复述课文是为了引导学生回顾整个故事的情节发展，从而巩固学生对文本的理解，加深对文章内容的印象。】
（5）Simon's notes
T:So everyone，do you like the story？Our friend Simon makes some notes about the story.But there are some mistakes in his notes.Now you need to help him check his notes about the story.Write a“T”or“F”.If it is false，try to correct it.
T:Now Simon is asking Sandy some questions about the story.This time you need to complete their dialogue.
【设计理念:通过处理课本上的练习，进一步巩固学生对文本内容的记忆和理解。】
Step 4 Post-reading
T:You know Alice couldn't go through the door because she was too large.How can she go through the door？What will she do then？Do you have some interesting and amazing ideas？Now think about it.
T:What do you think of Alice？Do you like her？Is she careful，clever，curious，friendly，brave？Why do you think so？
T:Today we had a great time together with Alice.Are you happy？Me too.I think Alice is a curious and brave girl.With curiosity and bravery，we can see a totally different world.Do you want to know what really happened next？Maybe you can find the book and read more.Reading is fun.
【设计理念:读后活动让学生发散思维，激发想象，并对Alice这一人物性格进行探讨和评价，是对文本内容的升华。】
Step 5 Homework
T:Now please remember your homework.
（1）Retell the story by yourself and share with each other.
（2）Find out what happened next and enjoy reading the novel Alice in Wonderland in your free time.
【设计理念:通过课后复述课文内容，巩固课堂所学的语言信息。对这部作品感兴趣的同学，还可以进行更多的课外阅读。】
Ⅷ Blackboard design
7B Unit 6 Outdoor fun—ReadingⅠDown the rabbit hole who，when，where，why，what，how
Ⅸ Teaching reflection
本节课主要任务是阅读Reading部分的课文，训练学生使用阅读技能解决问题的能力。课堂的各个环节设计合理、结构完整、过渡自然、不乏新意，学生的参与度较高，积极性也被很好地调动了起来，课堂效果较好。
课文的内容是《爱丽丝梦游仙境》的片段。为了增强学生的兴趣，减轻阅读障碍，在课前播放了影片《爱丽丝漫游仙境》的一个片段。通过视频的播放，学生的积极性明显被调动了起来，注意力也相当集中。在影片结束后，又对其中的人物、作者和时态做了介绍，让学生了解与这部作品相关的背景知识，为之后的阅读奠定基石。
阅读环节的设计非常丰富，由读前预设、快速阅读、精细阅读、读后活动等板块组成。每一个阅读任务都有十分明确的目的性，而且题目类型的设计也是别具一格，学生在一个接一个的任务中，仍然感到兴趣盎然，一点儿也不乏味。
课后作业的设计也与阅读这一主题紧紧相扣，为喜欢阅读的孩子提供了更多提升阅读能力的机会。
本节课的特色就是不单单依靠做题来串联整个阅读过程，让学生发挥自己的想象力和创造力，推测故事情节的发展也是一种较为创新的方式。因为有了思考和预设，学生对文本内容的渴望被点燃，阅读的兴趣也大大增加了。
但是这节课也存在一些不足和需要改进的地方。在生词和新短语的教授上，还要再细化。老师要增加带读的次数，还要在适当的情境中，对重点词汇和短语进行操练，让学生真正地理解所学的新知识。
点评：
本节课设计的读前活动利用文章标题“Down the rabbit hole”，提出六个问题，预测文章的内容是一个亮点。充分利用标题可以预测阅读材料的大意，降低阅读的难度，学生在阅读过程中验证自己的预测，调动参与阅读的积极性，激发阅读欲望；利用标题生成问题菜单，提升学生分析文本的能力。我们在教学实践中还可以利用标题凸显关键段落，化解学习的难点；利用标题深度解读文本，对课文进行深度理解和升华阅读，以培养学生的思维能力和阅读技能。
精读课文占据读中活动的主体，教师将阅读分为三层，即字面阅读、推理阅读和形象阅读。在字面意义理解的基础上，指导学生根据文本的细节材料对深层含义做出推理、推论，激发学生的思维力和想象力。教师把更多的时间交给学生，将学生的各个感觉器官调动起来，去寻找文章中的两个关键人物以及他们的活动；运用further thinking提升学生的思维能力；组织学生猜测词义，体会用词的精准，引导学生仔细地阅读课文，理解课文，去寻找问题并且解决问题，构建起初步的全文语义图像。
读后活动设计开放性的问题，基于学生已经掌握的知识，要求学生充分发挥想象，就Alice的故事如何进一步发展，以及Alice这个人物性格特征进行讨论，进一步拓展学生的视野，使学生产生浓厚的学习兴趣，以激发学生的思考和求知欲，训练和培养学生的思维能力，促使学生在不断的思考和探索中发展创造力。
整个教学环节的设计始终坚持:设问→思考→交流→创造→升华；教师活动的设计始终坚持:质疑→引问→启迪→激励→提炼→拓伸；学生活动的设计始终坚持:发现问题→提出方案→交流论证→实践创造→总结领悟。
作业的布置也值得一提。教师布置学生进一步进行课后延伸阅读，以课内带课外，以精读带博读，不断开拓学生的视野，丰富学生的语言积累。